Activity to clarify, ensure understanding and to practice and check recall.
- Summarise the key points covered for the week (refer back to the content provided in the present section) and signpost to the following week’s content and activities.
- Provide opportunities for students to interact and collaborate with you and with each other so that learning is a social process.
- If possible provide students with some form of feedback (group feedback, automated feedback, peer feedback, individual feedback).
- Enable participants to monitor their learning progress, by enabling activity completion on Moodle.
- See recordings of LEaD workshops to support develop activities to help students apply and review their learning.
- See recordings of LEaD workshops to support teaching online.
Please also check our online learning and teaching FAQ
Learning type: Discussion, Practice
Possible activities: Moodle quiz, H5P, group discussion, PollEverywhere, small group teaching activity.
Examples
Learning type: Discussion
Tools: Moodle forum, Moodle chat, Webinar session using Teams or Zoom,
Resources:
Recording of facilitating synchronous teaching online workshop
Recording of breakout room activities workshop
OneNote template for small group activities
Details:
Requires the learner to articulate their ideas and questions, and to challenge and respond to the ideas and questions from the teacher, and/or from their peers.
This can be done asynchronously using a Moodle forum or chat or synchronously using Teams or Zoom. There are several examples of small group discussion activities which can work both asynchronously or synchronously on the small group teaching blog.
Feedback can be provided by peers or the teacher verbally or in writing to the whole group to smaller groups or individually. Online forums can be even more productive than conventional tutorials as more students may contribute.
Learning type: Practice
Tools: Moodle Lesson Activity, Moodle H5P activity, Moodle quiz, PollEverywhere,
Details: Content (text, html links, images and video) can be interspersed with quiz questions. Students can receive instant feedback on the application of their knowledge and lecturers can gain information on common areas of misconception. Quizzes can be formatively or summatively assessed to encourage student participation.
